How can quality educational plans be designed in a manner that strengthens the home-school partnership?

What role can the home team and community service providers play in supporting the design of a quality educational plan?

What role does assessment play in supporting the design of a quality educational plan?

What is the optimal number of goals that should be focused on at any particular time for a student?

How can plans be designed to best inform what is happening for a student in the classroom?

What should progress monitoring look like?

How can we meaningfully involve the student in this process?

How can we ensure that complex learners are being meaningfully engaged in academic related tasks to their fullest potential?

Goal

To develop a student IEP in ways that are most meaningful to the student.

Key Actions

Collect data from parents, school personnel and experts from the field on what constitutes a quality educational plan.

Schedule inservice aimed at further developing this essential component.

Develop and implement guidelines aimed at supporting case managers in their design of a quality educational plan.

Identify ways in which BC’s revised curriculum can be approached in a manner that supports the design and implementation of a quality educational plan.

Examine and revise as necessary processes related to the development of the IEP and progress reporting in relation to it.

Meaningfully integrate this component with the work being done on: strengthening the home-school partnership, celebrating the unique me, supporting student transitions, nurturing social-emotional development and mental health and enhancing professional skillset.

Indicators of Progress

Collect pre and post data from parents and school personnel who are supporting a complex learner to determine if key actions have resulted in successful outcomes as they relate to supporting student transition.

Use this information to meaningfully inform key actions for further development of this component in the 2018/2019 academic year.

Educational Plan Resources

A Guide to Adaptations and Modifications
In British Columbia, three principles of learning guide practice in the development of Integrated Resource Packages (IRPs), which contain the provincially prescribed learning outcomes for grades and subjects. These are: Learning requires the active participation of the student; students learn in a variety of ways and at different rates; and, learning is both an individual and group process. For more information, please view A Guide to Adaptations and Modifications.

Core Competencies
The core competencies along with literacy and numeracy foundations and essential content and concepts are at the centre of the redesign of curriculum and assessment. To review the Core Competencies, please click here.

Inclusive Education Resources – Province of British ColumbiaThe purpose of the Special Education Services Manual is to provide a single point of reference regarding legislation, ministry policy and guidelines to assist school boards in developing programs and services that enable students with special needs to meet the goals of education. To view the manual, please click here.